Describes how a vocational-technical center in a poor county in Michigan was transformed with an integrated program that ensures four provisions for all learners: (1) involvement in applying academic skills with occupational skills; (2) expanded opportunities to develop employability skills; (3) linkages with business, industry, and community…

National Longitudinal Survey data were used to estimate the effects of specific high school curricula on wages and educational attainment. Return to additional academic courses was small, suggesting that the value of a year of high school cannot be accounted for by estimates of the value of courses taken. (SK)

Delaware vocational-technical school districts were united to create a system of full-time, comprehensive vocational schools, the first in the United States. Each of five schools offers a comprehensive educational program and has considerable autonomy to reflect its unique situation. (JOW)

A study identified the benefits and problem areas of competency-based vocational education (CBVE) and compared perceptions toward CBVE of 44 faculty, 5 administrators, and 236 students of the Cabot Institute of Applied Arts and Technology in Newfoundland. Academic faculty were more negative toward CBVE than any other group and students were…

An imaginary dialogue with Socrates elicits premises about tech prep: (1) it is not narrow vocationalism or anomalous to liberal education; (2) by blending academic and vocational content, it emulates liberal education purposes; (3) critical thinking skills must be fostered; and (4) meaningful cross-disciplinary integration is vital. (SK)

Grammar school students (n=1073) completed a repertory grid comprising 20 constructs to measure their perceptions of the difficulty of, intellectual freedom offered by, social benefit derived from, and interest in eight academic subjects. Results indicate that A level subjects are chosen on the basis of pupils' interest in and perceived academic…

The rift between academic and vocational education has been magnified by the physical isolation of vocational facilities. Vocational educators must abandon their apologetic soapboxes to help parents and students realize the vocational nature of almost all education. Dialogue is essential. Teachers must assume responsibility for educating all…

Technology education should be an integral part of rigorous college preparatory programs. This will require changing attitudes of the academic community as well as achieving professional consensus on the purpose of technology education. (SK)

Discusses the changes in the International Technology Education Association and outlines its strategic plan. Emphasizes four goals: (1) position technology as a basis for academic study; (2) provide leadership; (3) support teachers; and (4) enhance participation of minorities and women. (JOW)

Explains how to integrate applied academics (communications, mathematics, computer applications) into accounting so that students can see the bridge develop between subjects as well as with the real world. (Author)

The next generation of Tech Prep is about pedagogy, integrated academic and technical courses, standards, and provision of student directions and alternatives. The vision has four elements: providing a new curricular structure, breaking the teaching/learning mold, establishing a new educational role for employers, and creating family and community…

Multiple observations of 27 high school classrooms (academic, vocational, special education academic, or integrated academic/vocational) were used to validate an instrument measuring features of integrated curricula. Integrated curricula or vocational classes could be differentiated from academic or special education using the instrument. (SK)

Examines the rise to professional status of the fields of medicine and engineering. Examines the rise of professionalism in technical communication, and looks at the implications of greater professionalism for future directions of technical communication. Considers the role of academic programs and professional societies in setting standards and…

Examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth-grade students in Israel at varying educational levels: academic, semi-academic, vocational and learning disabilities. Reveals differential contributions of general knowledge and strategy application to reading…

The attempt to bring all postsecondary qualifications into a single qualifications framework has not been without a struggle between the New Zealand Qualifications Authority and the universities. The resolution of these issues has implications for policy developments in Britain. (SK)